Selection of studies identifying CSF
| Source | Description | CSF |
|---|---|---|
| Alsabawy et al. (2016) | A survey conducted with 720 students of online courses at an Australian university to determine the impact of IT infrastructure services and IT quality on perceptions of usefulness | (1) IT infrastructure services, (2) system quality, (3) information quality |
| Chen et al. (2013) | A survey conducted with 306 students of courses using web-based language learning at a university in Taiwan to test hypotheses based on the social cognitive theory in order to determine how different factors influence learners’ satisfaction | (1) system characteristics, (2) possibilities of interaction |
| Cochrane (2010) | Feedback (qualitative and quantitative) from students and teachers participating in three mobile learning projects at a higher educational institute in New Zealand to identify CSF for mobile learning | (1) the importance of the pedagogical integration of the technology into the course assessment, (2) lecturer modeling of the pedagogical use of the tools, (3) the need for regular formative feedback from lecturers to students, (4) the appropriate choice of mobile devices and software to support the pedagogical model underlying the course |
| Frydenberg (2002) | A literature review on quality standards for e-learning in the USA | (1) executive commitment, (2) technological infrastructure, (3) student services, (4) design and development, (5) instruction and instructor services, (6) program delivery, (7) financial health, (8) legal and regulatory requirements, (9) program evaluation |
| Henrich and Sieber (2009) | Lessons learned from using different approaches to enhance courses about information retrieval with technology at a university in Germany to identify CSF for TEL approaches | (1) concept, (2) creation, (3) maintenance, (4) utilization, (5) participation |
| Joo et al. (2011) | A survey with 709 students of online courses at a South Korean online university to test hypotheses in order to determine how different factors influence learning satisfaction | (1) teaching presence, (2) cognitive presence, (3) perceived usefulness and ease of use |
| McGill et al. (2014) | A survey conducted of 70 authors of articles about e-learning initiatives, conducted to identify factors which influence the success, continuation or sustainability of e-learning initiatives | (1) students like the innovation, (2) innovation is easy for students to use, (3) innovation is consistent with approach to teaching, (4) technology is sufficiently mature/stable, (5) management supports e-learning, (6) innovation improves student learning, (7) technology is inexpensive, (8) innovation is easy for teachers to use, (9) technology is up to date |
| Selim (2007) | A survey conducted with 538 students at a university in the United Arab Emirates to identify important factors for successful e-learning | (1) instructor’s attitude toward and control of the technology, (2) instructor’s teaching style, (3) student motivation and technical competency, (4) student interactive collaboration, (5) e-learning course content and structure, (6) ease of on-campus internet access, (7) effectiveness of information technology infrastructure, (8) university support of e-learning activities |
| (Soong et al., 2001) | Interviews with instructors, a survey conducted with students and the analysis of archival records (logs) in order to identify CSF for using online learning resources at an university in Singapore | (1) human factors pertaining to the instructors, (2) the instructors’ and students’ technical competency, (3) the instructors’ and students’ mind-set (about learning), (4) the level of collaboration intrinsic in the course, (5) the level of perceived IT infrastructure and technical support |
| (Stacey and Gerbie, 2008) | Based on the literature and personal practices at two universities in New Zealand and Australia, the article describes success factors for blended learning | (1) institutional success factors (e.g. needs), (2) success factors regarding teachers (e.g. workload, fears), (3) success factors regarding students (e.g. readiness, expectations), (4) pedagogic considerations (e.g. course design) |
| (Sun et al., 2008) | A survey conducted with 295 students at two universities in Taiwan to test literature-based hypotheses in order to determine how different factors influence learners’ satisfaction in e-learning courses | (1) learner computer anxiety, (2) instructor attitude toward e-learning, (3) e-learning course flexibility, (4) e-learning course quality, (5) perceived usefulness, (6) perceived ease of use, (7) diversity in assessments |
| Source | Description | CSF |
|---|---|---|
| A survey conducted with 720 students of online courses at an Australian university to determine the impact of IT infrastructure services and IT quality on perceptions of usefulness | (1) IT infrastructure services, (2) system quality, (3) information quality | |
| A survey conducted with 306 students of courses using web-based language learning at a university in Taiwan to test hypotheses based on the social cognitive theory in order to determine how different factors influence learners’ satisfaction | (1) system characteristics, (2) possibilities of interaction | |
| Feedback (qualitative and quantitative) from students and teachers participating in three mobile learning projects at a higher educational institute in New Zealand to identify CSF for mobile learning | (1) the importance of the pedagogical integration of the technology into the course assessment, (2) lecturer modeling of the pedagogical use of the tools, (3) the need for regular formative feedback from lecturers to students, (4) the appropriate choice of mobile devices and software to support the pedagogical model underlying the course | |
| A literature review on quality standards for e-learning in the USA | (1) executive commitment, (2) technological infrastructure, (3) student services, (4) design and development, (5) instruction and instructor services, (6) program delivery, (7) financial health, (8) legal and regulatory requirements, (9) program evaluation | |
| Lessons learned from using different approaches to enhance courses about information retrieval with technology at a university in Germany to identify CSF for TEL approaches | (1) concept, (2) creation, (3) maintenance, (4) utilization, (5) participation | |
| A survey with 709 students of online courses at a South Korean online university to test hypotheses in order to determine how different factors influence learning satisfaction | (1) teaching presence, (2) cognitive presence, (3) perceived usefulness and ease of use | |
| A survey conducted of 70 authors of articles about e-learning initiatives, conducted to identify factors which influence the success, continuation or sustainability of e-learning initiatives | (1) students like the innovation, (2) innovation is easy for students to use, (3) innovation is consistent with approach to teaching, (4) technology is sufficiently mature/stable, (5) management supports e-learning, (6) innovation improves student learning, (7) technology is inexpensive, (8) innovation is easy for teachers to use, (9) technology is up to date | |
| A survey conducted with 538 students at a university in the United Arab Emirates to identify important factors for successful e-learning | (1) instructor’s attitude toward and control of the technology, (2) instructor’s teaching style, (3) student motivation and technical competency, (4) student interactive collaboration, (5) e-learning course content and structure, (6) ease of on-campus internet access, (7) effectiveness of information technology infrastructure, (8) university support of e-learning activities | |
| ( | Interviews with instructors, a survey conducted with students and the analysis of archival records (logs) in order to identify CSF for using online learning resources at an university in Singapore | (1) human factors pertaining to the instructors, (2) the instructors’ and students’ technical competency, (3) the instructors’ and students’ mind-set (about learning), (4) the level of collaboration intrinsic in the course, (5) the level of perceived IT infrastructure and technical support |
| ( | Based on the literature and personal practices at two universities in New Zealand and Australia, the article describes success factors for blended learning | (1) institutional success factors (e.g. needs), (2) success factors regarding teachers (e.g. workload, fears), (3) success factors regarding students (e.g. readiness, expectations), (4) pedagogic considerations (e.g. course design) |
| ( | A survey conducted with 295 students at two universities in Taiwan to test literature-based hypotheses in order to determine how different factors influence learners’ satisfaction in e-learning courses | (1) learner computer anxiety, (2) instructor attitude toward e-learning, (3) e-learning course flexibility, (4) e-learning course quality, (5) perceived usefulness, (6) perceived ease of use, (7) diversity in assessments |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.